Spring ISD reports mixed special education results; third-grade growth share declines while eighth-grade gains rise

Spring Independent School District special services leaders reported on April 1 that middle-school students receiving special education services made measurable growth this year while third-grade growth rates fell as enrollment of students eligible for services increased.

Dr. Lebron, presenting the update for special education and Section 504 programs, told trustees that eighth-grade students meeting their growth goals on the district’s NWEA MAP assessments rose from about 46% to 51% year to date, while the percentage of third graders meeting growth goals moved from roughly 50% in 2023–24 to about 43% in the current year. The presentation emphasized that the percentage fell even as the absolute number of third graders meeting growth goals increased because the district’s special education enrollment grew.

Staff said the district’s special education enrollment stood at 4,264 students as of the March data pull. Leaders said the department is responding with a coordinated plan that embeds accommodations into instruction, expands professional learning and expands in-class supports: special education staff are pushing into PLCs and classrooms to model strategies, provide coaching and help implement accommodations during whole-group, small-group and independent work.

Attendance and discipline: presenters said average attendance for students receiving special education is up compared with the prior two years, with a March figure cited at 92.3% for special education and 92.1% for students receiving 504 services. Discipline removals for in-school and out-of-school suspension were lower this year compared with the immediately prior year, but the presentation noted the number removed this year is higher than in 2022–23 when compared on that earlier baseline. Special services leaders described participation in DAEP (disciplinary alternative education program) workflows and said the department reviews IEP paperwork and participates in manifestation determination reviews before any DAEP placement.

Targeted supports and staffing: the special services team plans deeper collaboration across academics, curriculum, multilingual, GT and other departments to prepare summer professional learning and embed evidence-based practices. Dr. Lebron introduced new staff members on the record: Cindy Hopman as director of special services instruction and campus support, Elizabeth Ross as related services coordinator, and Dr. Lisa Swindle as coordinator for the Victory 18+ program. The presentation listed upcoming student events (a track meet on April 9 and an April 12 autism-awareness walk) and thanked adaptive PE staff and volunteers who hosted a late-February event for elementary CASE program students.

Trustees asked several operational questions: Trustee Correa asked why students with disabilities are sent to DAEP; staff explained that the district conducts a manifestation determination review and that certain legal thresholds (for serious offenses) may require DAEP regardless of disability. Trustee Newhouse asked about correlations between length of service eligibility and achievement; staff said they could pull that analysis. Trustees also asked how the district engages parents in instructional and IEP processes; staff said there are monthly parent meetings and the department will expand parent-facing training and outreach.

What’s next: special services leaders said they will bring follow-up data requested by trustees (including disaggregation by gender and enrollment history) and that the department will continue progress monitoring, push-in coaching and PLC work through the end of the year and into summer professional learning.